Module 3: Collaboration and Constructivism

Collaboration and Constructivism

Do you believe that humans have a basic instinct to “interact and work as a group,” as Rheingold proposed in his discussion of the evolution of Wikipedia as a collectively developed encyclopedia?

I think that it is quite important to recognize that, historically, changes occurred in human psychology that enabled larger and more cooperative societies to form and become collectively dependant upon each other. Based upon the shear magnitude and complexity of the changes, these constructed and collaborative groups were most likely the product of natural selection. While opportunities for cooperation are omnipresent in social and educational settings, we have evolved to the point of exchange and division of labor in order to increase the efficiency of productive processes for all the reasons cited in 1776 by Adam Smith in The Wealth of Nations. It can be stated that cooperation benefits groups and that group benefits are very often irrelevant to the path of which organic evolution has occurred. Interestingly, natural selection often favors traits that increase the reproductive success of individuals, or sometimes individual genes, and when there is a conflict between what is good for the individual and what is good for the group, selection usually leads to the evolution of the trait that benefits the individual.

How can technology facilitate collaboration among learners based on constructivist principles?

The view of technology as cognitive tools is also shared by other researchers (e.g., Jonassen, 1994; Jonassen & Reeves, 1996; Lajoie, 2000). Jonassen (2002) cited the traditional view of instructional technologies of instruction as “conveyors of information and communicators of knowledge are supplanted with active role the learner plays in learning with technology”, (pg. 2.)  This author suggested that some technologies such as computers help to build knowledge bases affording opportunities to engage the learners more and this activity can provide more meaningful and transferable knowledge.  “Learners function as designers using the technology as tools for analyzing the world, accessing information, interpreting and organizing their personal knowledge, and representing what they know to others” (Jonassen, 1994, p. 2). In the eyes of constructivists, encouragement towards successful bouts of reflective thinking requires careful deliberation. The self-monitoring and self-control of the learning process (metacognition) is typically emphasized. In order to modify the process, new knowledge, composed of additions to previous representations, is created.  Scaffolding may assist this process via the use of people, books, or technologies. Swain and Pearson (2001) advocated the practice of reflective thinking by teachers to evaluate their technology use. They stressed the importance of documentation of reflective thoughts to determine the extent and quality of personal versus instructional uses of technology, organization and implementation of environments and activities. Jonassen (1994) describes technological tools as “intellectual partners” and “powerful catalysts” in the process of learning, “scaffolding the all-important processes of articulation and reflection, which are the foundations of knowledge construction” (p. 5).

Find a current research study that has been conducted in the last 5 years that supports collaboration as an effective tool for learning. Include the link and reference for this study in your blog.

Behavioral Science

Educational Psychology Review

Volume 22, Number 1, 89-102, DOI: 10.1007/s10648-009-9116-9

Review Article

Using Intelligent Tutor Technology to Implement Adaptive Support for Student Collaboration

Dejana Diziol, Erin Walker, Nikol Rummel and Kenneth R. Koedinger

Abstract

Research on computer-supported collaborative learning has shown that students need support to benefit from collaborative activities. While classical collaboration scripts have been effective in providing such support, they have also been criticized for being coercive and not allowing students to self-regulate their learning. Adaptive collaboration support, which would provide students with assistance when and where they need it, is a possible solution. However, due to limitations of natural language processing, the development of adaptive support based on an analysis of student dialogue is difficult. To facilitate the implementation of adaptive collaboration support, we propose to leverage existing intelligent tutoring technology to provide support based on student problem-solving actions. The present paper gives two examples that demonstrate this approach and reports first experiences from the implementation of the systems in real classrooms. We conclude the paper with a discussion of possible future developments in adaptive collaboration support.

 References

Jonassen, D. H. (n.d.). Technology as cognitive tools: Learners as designers. Retrieved 10/31/02, 2002, from http://itech1.coe.uga.edu/itforum/paper1/paper1.html

Smith, A., 1976, The Wealth of Nations edited by R.H. Campbell and A.S. Skinner, The Glasgow             edition of the Works and Correspondence of Adam Smith, vol. 2a, p. 10.

Swain, C and Pearson, T. (2001). Bridging the digital divide: a building block for teachers. Learning & Leading with Technology Copyright © 2001, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.2777 (Int'l),iste@iste.org, www.iste.org. All rights reserved.

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Reaid http://suzannereaidsscholarsblog.blogspot.com
Davis http://edtechlearningtheory8845-2.blogspot.com/
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Miller http://davidjmilleralf.blogspot.com/